A mother and educator faced a harrowing realization when her son, Logan, was diagnosed with dyslexia at the age of 12. For years, his reading difficulties had been misattributed to his autism, delaying critical intervention that could have helped him overcome his challenges. This misdiagnosis not only affected his education but also took a significant toll on his mental health.
Logan, who is now 16, exhibited signs of distress long before his diagnosis. He struggled to connect with peers, experienced stress-induced alopecia, and battled clinical depression. His inability to engage with his friends, particularly in texting and gaming, left him feeling isolated. As his mother, the author felt both panic and heartbreak, realizing the depth of her son’s struggles.
Misdiagnosis and Its Consequences
The family’s journey began when Logan was diagnosed with autism at age 6. Unfortunately, the educational system made a critical assumption: that his reading difficulties stemmed from his autism. This assumption resulted in years of inadequate support, with Logan being passed along in the system despite falling significantly behind his peers.
As a teacher, the author began advocating for a new approach to reading instruction, emphasizing the Science of Reading. This method focuses on systematic phonics instruction rather than the traditional balanced literacy approach, which has proven ineffective for many students like Logan. The realization that her own training had not prepared her to teach reading to older children compounded her sense of urgency.
The pivotal moment came when Logan was assessed using a phonics-based curriculum called Reading Horizons. The assessments revealed a shocking gap in his knowledge: he could not segment the sounds in the word “cat.” This moment of clarity led to a psychoeducational evaluation, confirming Logan’s dyslexia—a condition that creates significant barriers to reading and spelling.
Finding the Right Support
Logan’s struggles were not due to a lack of effort or intelligence; they were a result of a specific learning disability. Despite this, the support available in secondary school was insufficient. Logan did not need more time to read; he required targeted, systematic phonics instruction.
During his sophomore year, Logan’s high school finally introduced an effective intervention program aligned with the Orton-Gillingham approach, which is multisensory and evidence-based. This change provided the support he desperately needed. The path to improvement was not easy and required sacrifices, including missing youth group activities and family gatherings for tutoring sessions.
Within a year, Logan’s reading improved remarkably. His curriculum-based measures increased from 22 words correct per minute with 65% accuracy to 71 words correct per minute at 96% accuracy. This growth not only reflects his academic progress but also signifies a transformation in his confidence.
The author emphasizes that Logan’s journey is not just a personal victory; it highlights the flaws in an educational system that often fails to meet the needs of students with learning disabilities. Millions of children graduate from elementary school without adequate reading skills, not due to a lack of effort from teachers, but because they are bound to outdated curricula.
Research indicates that only 35% of 12th graders are proficient readers, while 65% are classified as “basic” or “below basic” in reading skills. This stark reality underscores the need for systemic change in how reading is taught across all grade levels.
As an instructional coach, the author now plays a pivotal role in implementing effective reading strategies in her school. Her experiences have fueled a commitment to ensure that no child suffers the same fate as Logan. With newer approaches, such as Language Essentials for Teachers of Reading and Spelling (LETRS), educators are beginning to grasp the importance of phonics instruction.
Logan’s story culminates in a positive turn. He is now thriving in school, being honored as “Student of the Month,” participating in varsity sports, and even stating, “School seems easier this year.” The author’s response, “That’s because you are a reader now,” encapsulates the profound impact that proper educational support can have on a child’s life.
This narrative serves as a reminder that understanding and addressing learning disabilities like dyslexia is crucial, not just for individual students, but for the future of education itself. The path to reading should not differ based on age; it requires dedicated instruction that can help every child succeed.
